Work Packages

Work Packages (WPs) PACE

The PACE project is organised through eight work packages, as illustrator in the figure. These work packages works as guidelines for the project and outlines the path. Furthermore the figure illustrates the relation between the six packages.

WP0: Developing a system of entrepreneurial didactic

The objective of WP0 is to establish a coherent system of learning goals, learning content and learning processes to be used as a guideline for WP 1-4. It is necessary to establish an overall didactical logic of entrepreneurial education for each of the interventions and find its own place and role in the large number of entrepreneurial educations initiatives. The task is to analyse existing approaches to entrepreneurship education with respect to leaning goals, target groups, content and learning processes. The outcome will be a taxonomy that can be used as a guideline for delineating each of the following WPs. 

WP1: Narratives and story telling

WP1’ objective is using narratives and story telling as a pathway to create a world in which the participants want to carry out action. It is through the ability to construct and create stories that entrepreneurs can produce action and make the stories true. The task is to design one or more techniques involving a narrative approach. Furthermore the task is to introduce these techniques and teach students to use them. Lastly the impact of the techniques must be evaluated. This WP’ outcome will be knowledge on how individuals can learn to perceive their world as one filled with opportunities that originate within themselves, and how it affects their ability to act upon these opportunities.  

WP2: Disclosing disharmonies and anomalies open to the world

The objective of this work package is to inspire students to create opportunities from reflection upon the anomalies, disharmonies and problems they encounter in everyday experiences. Entrepreneurial opportunities often start with the entrepreneur’s ability to see these anomalies, disharmonies and problems from their everyday lives. Building on a Heideggerian view of an embedded being in the world, through WP2 didactics and methods are developed to enable students to reflect deeply on the anomalies, disharmonies and problems the encounter in their everyday lives.  The task will be to develop these reflections into opportunities for creating value for others. Furthermore, the task will be to transform existing forms of social practice into new opportunities. 

WP3: Repertoires for identity construction and transformation through imaginization

The objective of WP3 is, by building on identity and role theory we convey students the imagery of a different identity in order to assist an identity transition and finding ways of unleashing their creativity abilities in the world of constant change. It is often easy to stay and get locked in a particular identity, both professionally and personally. Through the task of improving the student’s ability to see and understand themselves in new ways, the expected outcome is that the students will learn to appreciate and master the generative qualities of imaginization.

WP4: Constructing new social worlds through appreciative dialogue

WP4’ objective is to develop a number of appreciative work forms that can be used when students from different backgrounds work together to verbalize, form and realize new entrepreneurial opportunities. In order to create new and innovative forms of entrepreneurial and social behaviour, it is important to train the ability to enter into and constructive dialogue despite divers disciplinary backgrounds. Therefore the task of WP4 is to identify and experiment with approaches and techniques in different entrepreneurial learning settings and to analyse their relevance and potential.  The outcome will be knowledge on which work-forms of appreciative dialogue are most productive and relevant for interdisciplinary entrepreneurial teams.

WP5: Assessing impact though think-aloud-protocol analysis

With WP5 the objective is to create and implement a tool that can assess the impact of educational interventions as students engage with entrepreneurial problems and challenges. Furthermore, the objective is to establish whether the ways students think has changed from entry to exit. The task of WP5 is to develop think-aloud protocols for entry and exit testing of the students’ heuristics and mind-set. It will be carried out pre- and post programme participation using technically identical cases as well as when students complete their graduate studies. The data will be coded, analysed and compared to the learning goals and interventions used in order to examine the correlation between intended learning outcomes and actual learning. By comparing pre- and post-cognitive representations, the outcome will reveal whether students have actually internalized new ways of processing information, solving tasks and making decisions not only immediately after being exposed to these but also in the longer run.

WP6: Assessing impact through measurement of entrepreneurial self-efficacy

The objective is to learn which types of self-efficacy results from different forms of educational interventions and to investigate whether the instrument will show similar results in the diverse settings. Self-efficacy, stemming from social cognitive theory, affects the perception of whether a specific goal is achievable. An individual’s self-efficacy level can therefore be perceived as a predictor of entrepreneurial intentions and fostering self- and team efficacy is increasingly recognized as constituting a key component in entrepreneurships courses. The Task of WP6 will be that entry and exit surveys are carried out at the task and domain levels. At the latter, the belief in one’s ability to master the general requirements of entrepreneurships is measured. The exit and entry results are the compared. Moreover, in collaboration with on-going research project also using self-efficacy measures will allow for the comparison with both entrepreneurship and non-entrepreneurship programmes at university level in Denmark. This resulting in 1) demonstrating the effect on self-efficacy of each intervention as well as the entire programme and 2) it will show whether this programme is superior to other programmes in supporting entrepreneurial self-efficacy.